The basic purpose of this investigation was to bring to light the simultaneous condition of the student-teacher through the study of its social representations. Our interest in the imaginary of the student-teacher was justified by the scarce scientific literature on the status and existence of the student-teacher. Besides these aspects, studies of this nature can subsidize the permanent development of educational programs and the planning of careers that accept students with experience in teaching.In face of the lack of research in this nature of investigation, we decided to elaborate its theoretical landmark based on universal topics to support our reflection and analysis concerning the thought of this student and its presence in the education career. This decision was also important in order to analyze empirical information and to identify the main characteristics of the student-teacher's imaginary.Assuming that the thought must be examined from an interdisciplinary approach, we had elaborated the investigation's objectives with the goal of knowing the student-teacher thought and to reflect on appropriate educational and methodological procedures for students with experience in teaching.Parallel with the nature of the theoretical concepts that support this investigation, this study defines itself as a qualitative work facing the necessity to unfold the student-teacher's thought. Furthermore, this method is appropriate to the commitment on understanding the human being dimension. In face of this, the analysis of its content became the appropriate technique for the treatment of empirical information and to disclose the thematic categories that characterizes the imaginary of this student. In this direction, this method, together with the theoretical landmark, revealed that the imaginary of the student-teacher from both Universitat Autònoma of Barcelona and the Universitat of Barcelona it's characterized for the pragmatism and for the absence of a political, ethical, moral, and human debate about education and for the search of knowledge offered through the curriculum. In synthesis, it is a student who relates in a prompt and utilitarian way with knowledge.In face of our reflection regarding the characteristics of the student-teacher thought we present our conclusions, proposals, and the future lines of investigation that could ampler the debate about the presence of this student in the career of education and to call attention for a special approach for the student with experience in teaching.